Questões de Concursos Professor de Inglês

Text 7A1-II

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference.

Robert Frost. The Road Not Taken. 1916 (adapted).

Text 7A2-II

In October 1971, a gentleman called Frieder Nake published a note entitled, There Should Be No Computer Art, which I quote here. “Soon after the advent of computers, it became clear that there was a great potential application for them in the area of artistic creation”, he began. “Before 1960, amazing, large, expensive, digital computers helped to produce poetic text and music. Analog computers, or only oscilloscopes, generated drawings of sets of mathematical curves and representations of oscillations. It was not before the first exhibitions of computer produced pictures were held in 1965 that a greater public took notice of this threat, as some said, progress, as some thought. I was involved in this development from its beginning.

I think that the way the art scene reacted to the new creations is interesting, pleasing, and stupid. I stated in 1970 that I was no longer going to take part in exhibitions. I find it easy to admit that computer art did not contribute to the advancement of art if we compare the computer products to all existing works of art. In other words, the repertoire of results of aesthetic behavior has not been changed by the use of computers. This point of view, namely, that of art history, is shared and held against computer art by many art critics. There is no doubt in my mind”, Frieder Nake said, “that interesting new methods have been found in the last decade which can be of some significance for the creative artist”.

As you might imagine, this was a bit of a controversial take. Here was a man who had for part of the previous decade been an insider, an advocate for the use of algorithmic and generative processes to create art. However, he was now seeing things from another perspective. I’ll just finish with another piece from what he posted in that article: “Questions like ‘is a computer creative’, or ‘is a computer an artist’, or the like, should not be considered serious questions, period. In the light of what we are facing at the end of the 20th century, those irrelevant questions do not matter”.

Where is the Art? A History in Technology.

Internet: <https://www.infoq.com> (adapted).

Text 7A3-I

As a science fiction writer, Octavia Butler forged a new path and envisioned bold possibilities. The future she wrote about is now our present moment. She wrote 12 novels and won each of science fiction’s highest honors. In 1995, she became the first science fiction writer to be awarded a MacArthur “genius” grant. She is also, increasingly, a writer recognized as one of the most important voices and visionaries of the 20^th century, and now the 21^st. As a Black woman and a writer, Butler demolished walls that seemed impermeable, writing on themes that seemed uncategorizable. Her ideas and characters continue to resonate with new readers when so many are looking for, if not hope, then a map for a way forward.

Her vision about the climate crisis, political and societal upheaval and the brutality and consequences of power hierarchies seems both sobering and prescient. However, as Butler often noted, being right was never the point. She didn’t want to be right — far from it. She wanted to give us time, and tools, to correct the course.

Lynell George. The Visions of Octavia Butler. Internet: <www.nytimes.com> (adapted).

Pollution

Thick black smoke curling out of smokestacks, horrible-tasting chemicals in your drinking water, pesticides in your food - these are examples of pollution. Pollution is any contamination of the environment which causes harm to the environment or the inhabitants of the environment. There are many kinds of pollution, and there are many pollutants. Some obvious kinds of pollution are pollution of the air, soil, and water. Some less obvious, or less salient kinds of pollution are radioactive, noise, light pollution, and green-house gasses.

Air pollution can be caused by particles, liquids, or gases that make the air harmful to breathe. There are two main types of air pollution: primary and secondary. Primary pollutants enter the air directly, like smoke from factories and car exhaust. Secondary pollutants are chemicals that mix together to pollute the air, like mixtures of emissions, or waste output, from vehicles and factory smoke that change to form more dangerous pollutants in the air and sunlight.

Soil pollution can be caused by pesticides, leakage..........................chemical tanks, oil spills, and other chemicals..........................get into the soil by dumping or accidental contamination. Soil pollution can also cause water pollution.............................underground water becomes contaminated by coming.............................contact with the polluted soil.

Water pollution can be caused by waste products, sewage, oil spills, and litter in streams, rivers, lakes, and oceans. Some scientists believe that water pollution is the largest cause of death and disease in the world, causing about 14,000 deaths in the world each day.

Radioactive pollution can be caused by leaks or spills of radioactive materials. These materials can come from medical sources, nuclear power plants, or laboratories which handle radioactive materials. Air, soil, and water can be polluted by radioactivity. It can cause damage to animals, both internally and externally, by eating, drinking, or touching it. It can cause birth defects and genetic problems. It can cause certain cancers and other deadly diseases.

Noise pollution can be caused by vehicle, aircraft, and industrial noise. It can also be caused by military or experimental sonar. Noise has health effects on people and animals. In people, it can cause high blood pressure, heart problems, sleep disturbances, and hearing problems. In animals, it can cause communication, reproductive, and navigation problems – they have difficulty finding their direction. Sonar has even caused whales to beach themselves because they respond to the sonar as if it were another whale.

Light pollution can be caused by advertising signs, stadium and city lighting, and other artificial lighting (like the light caused by night traffic). Artificial lighting has health effects on humans and animals. In people, it can cause high blood pressure and affect sleeping and waking rhythms and immunity. It might be a factor in some cancers, such as breast cancer. In animals, it can affect sleeping and waking rhythms, navigation, and reproduction.

In addition, greenhouse gases have caused a warming effect on the earth’s climate. The greenhouse gases are water vapor, carbon dioxide, methane, and ozone. They are naturally–occurring gases in the atmosphere, but human activity has increased their concentration in the atmosphere. For example, the levels of carbon dioxide (CO2) in the atmosphere have risen due to the burning of fossil fuels. The effect is a rise in global temperatures. The higher temperatures cause the melting of glaciers, a rise in the water level of oceans, and the disruption of both land and marine life, including that of humans. Although carbon dioxide is necessary for plants to survive, it is also considered to be a kind of pollution because high levels of carbon dioxide have caused the oceans to become more acidic.

It is not possible for anyone to predict the exact timing and effects of global pollution and global climate change brought about by pollution. There is general agreement by scientists that the global climate will continue to change, that the intensity of weather effects will continue to increase, and that some species of animals will become extinct. There is also general agreement, or consensus, that humans need to take steps to reduce emissions of waste products and greenhouse gases into the atmosphere, make adaptations to the changes that are occurring, and figure out ways of reversing the trends of pollution and global warming.

O texto I refere-se a questão

TEXTO I

The study of language acquisition is fundamentally the process by which humans, and some believe even certain higher animals, acquire the capacity to perceive, produce and use words to understand and communicate. This is a central topic in the disciplines of linguistics, cognitive science, and psychology. Moreover, it holds considerable interest in educational science, anthropology, neuroscience, and artificial intelligence, reflecting the breadth of its implications and impact.

The language learning process is multifaceted, influenced by a multitude of factors. Among these are the learner's cognitive abilities, encompassing memory, attention, perceptual and reasoning skills. Equally important is the learner's social environment – family, peers, teachers and the broader cultural context, which can provide opportunities for exposure to the language, affect the learner's attitudes and motivation, and determine the nature of the language input.

Exposure to the language, both in terms of quality and quantity, is also a critical factor. This involves interaction with proficient users of the language and access to diverse linguistic contexts. The role of motivation cannot be overstated. It can greatly enhance the learner's engagement, persistence and performance.

The complex interplay of these factors shapes the trajectory of language learning, with every individual's path being unique. Nevertheless, there are patterns and regularities in the process that researchers strive to identify and understand. These insights not only enrich our understanding of human cognition and social interaction but also have practical implications for language teaching and learning.

Text 4

Hope is the thing with feathers

(Emily Dickinson 1830 –1886)

Hope is the thing with feathers

That perches in the soul,

And sings the tune without the words,

And never stops at all,

And sweetest in the gale is heard;

And sore must be the storm

That could abash the little bird

That kept so many warm.

I've heard it in the chillest land,

And on the strangest sea;

Yet, never, in extremity,

It asked a crumb of me.

* This poem is in the public domain. Available in:< https://poets.org/poem/hope-thing-feathers-254>

Text 4

Hope is the thing with feathers

(Emily Dickinson 1830 –1886)

Hope is the thing with feathers

That perches in the soul,

And sings the tune without the words,

And never stops at all,

And sweetest in the gale is heard;

And sore must be the storm

That could abash the little bird

That kept so many warm.

I've heard it in the chillest land,

And on the strangest sea;

Yet, never, in extremity,

It asked a crumb of me.

* This poem is in the public domain. Available in:< https://poets.org/poem/hope-thing-feathers-254>

READ TEXT I AND ANSWER THE FIVE QUESTION THAT FOLLOW IT

TEXT I

National Assessment Reform: Core Considerations for Brazil

Education has been an integral part of Brazil’s success story. With expanded access to basic education and improvements in literacy rates, young Brazilians are entering today’s workforce with higher levels of education than previous generations. This educational progress has contributed to and benefited from the economic growth that helped improve living standards and, during the first decade of the millennium, lifted more than 29 million people out of poverty. Trend data from the OECD Programme for International Student Assessment (PISA) reveal that Brazil’s increasing school participation rates have been realised alongside progress in education quality. This is a remarkable achievement considering that many of the new students progressing through the education system come from disadvantaged backgrounds and often lack the socio-economic support that helps enable learning. Nevertheless, PISA also reveals that the overall performance of Brazil’s education system is well below the OECD average and other emerging economies, such as parts of China and the Russian Federation. One reason for this is Brazil’s high share of students who do not achieve baseline proficiency, or Level 2 in PISA. Results from PISA 2018 show that 50% of Brazilian students failed to reach Level 2 in reading, meaning they can only complete basic tasks. Brazil’s share of low-performers was even higher in Mathematics and Science (68% and 55%, respectively). At the other end of the spectrum, few students in Brazil were able to answer more difficult PISA questions, like inferring neutrality or bias in a text, which require skills that are increasingly important in today’s world. The new approach to education, set out in the BNCC, aims not only to ensure that all students achieve basic cognitive skills but also develop the higher-order skills needed to solve complex problems of everyday life.

Adapted from: https://www.oecd-ilibrary.org/docserver/333a6e20- en.pdf?expires=1728831657&id=id&accname=guest&checksum=CD292865CAA9F4B A019D2FE4378B5D2D